La Caridad Empieza en la Casa: Toward Methodological Freedom for Community-Engaged Latina Scholars

• In Event: Seeking Routes to Freedom: Fugitive Methodologies for Rethinking Community Research, Literacies, and Engagement

Abstract

Chicana Feminist educator J. Estrella Torrez (2015) describes the interwoven connections that exist between Chicana’s and Latina’s identities in and outside of academic contexts, explaining, “oftentimes, University ethos encourages the bifurcation of life into neat categories—scholar, Chicana, mother, or activist” (“Translating,” p. 121). Yet, in the lived experiences of Chicanas and Latinas, “these aspects commonly overlap, inform, and guide one another” (Torrez, 2015, p. 121). Indeed, the existence of Chicana and Latina scholars in academia is largely fueled by this constant navigation and relationality between academic, community, and home identities—parts of a whole that cannot, despite institutionalized University efforts, be separated (Gutiérrez y Muhs, Niemann, González, & Harris, 2012).

In this presentation, drawing on the work of Chicana feminist scholars who advocate for the purposeful intersection of identity, culture, and professional work, I present interwoven stories or testimonios that illustrate how Latina scholars like myself both come into and engage with community work as a fugitive literacy methodology for navigating academic labor. Borrowing from Leon’s (2013) discussion of community engagement and identity, I present these stories as “aha moments” that led me to realize the interwoven nature of my history, experiences, and current work. The purpose of these testimonios is to provide examples of how community engagement both fuels and is fueled by the labor and strength of Chicana and Latina scholars and professionals. Not intending to conflate Chicana and Latina identities in the discussion of this work, I describe my experiences as an immigrant Latina scholar who has continuously had the privilege of being mentored in academic and community spaces by the Chicanas poderosas who have taken me under their wings and lifted me up to do the work. Thus, I share testimonios about community engagement that highlight the ways in which Chicana and Latina scholars navigate our histories, backgrounds, languages, experiences, and skills to survive and find joy and freedom in academia. I then share implications for how academic institutions can continue to honor and reconceive notions of community engagement through Chicana and Latina epistemologies.

Author

• Laura Gonzales, University of Florida